# data[].attributes.headline
Resource 4 - Aboriginal and Torres Strait Islander Word Search

# data[].attributes.subject
Resource 4 - Aboriginal and Torres Strait Islander Word Search

# data[].attributes.body
Resource 4 is a word search that was founded on the internet. This word search contains some important, key words in relation to Aboriginal and Torres Strait Islander culture and history. This activity would be a fun learning opportunity for students to complete. Allowing them to enjoy their learning at the same time.

These words would be further broken down after completing the word search. Students would be provided a description of the word and would be asked to copy it down into their books. Further embedding the language and words into their vocabulary. The aim would be to ask students as they are finding their words, what they think the word may mean and why it may be important to Aboriginal history and culture.

For example, students would be provided the opportunity to learn about Cathy Freeman, and why she is such a role model to not only Indigenous Australians, but all Australians. In the year 2000, Cathy Freeman won gold in the womens 400 metre race, after lighting the Olympic flame at the opening ceremony at the Sydney Olympic Games. A true inspiration, and the first Aboriginal Australian to win a gold medal in sprinting at the Olympic Games.

In relation to aitsl standard 2.4, this resource and lesson plan would support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. Words such as: naidoc, dugong, dhari and didgeridoo would give students further knowledge about language and culture. Expanding their knowledge in many ways, shapes and forms.

Aitsl standard 1.4 talks about strategies for teaching Aboriginal and Torres Strait Islander students. This resource enables all students to learn something new, whether they have an Indigenous background or not. This resource is demonstrating broad knowledge and understanding of the impact of culture, cultural identify and linguistic background on the education of students from Aboriginal and Torres Strait Island backgrounds.

# data[].attributes.headline
Resource 3 - Ceremony: Welcome to our Country

# data[].attributes.subject
Resource 3 - Ceremony: Welcome to our Country

# data[].attributes.body
Resource number 3 is a book created by Adam Goodes, Ellie Laing and David Hardy. This resource is one for younger year levels, giving them a visual idea of the culture, including colours and images of what the land looks like. Inside this book, there is Indigenous languages spoken which would give students an opportunity to learn some of the words spoken and what they mean.

A great way to get students involved in their learning, would be to ask them to copy down some of the words from the book, in particular the Indigenous language. As the classes and year goes on, students would be able to create an investigations book/creative book with all the things they have learnt about Aboriginal and Torres Strait Islander culture and history.

In relation to aitsl standards 1.4, this could provide advice and support for colleagues in the implementation of effective teaching strategies for Aboriginal and Torres Strait Islander students using knowledge of and support from the community representatives. It would be beneficial to introduce students to an Indigenous person from the community who could come and read this book to them, that way, students can actively ask questions and get the correct answer.

The visual images are perfect for those starting to learn about the history and culture. This way, students will have visuals in their heads to further develop an understanding. There are many warm tones used, noting that the characters are shown to have paint on their face which tells a story. The characters are also seen making a fire, and being resourceful from the land which is red dirt.

In relation to aitsl standards 2.4, this resource is a great way in leading initiatives to assist colleagues with opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. All students, whether they are Indigenous or not, will be provided an opportunity to learn from this resource.

Adam Goodes, one of the authors, won Australian of the year in 2014. He is an Adnyamathanha man, as his mother was of Adnyamathanha and Narungga descent. Goodes was taken from his family during the stolen generation. Goodes has a very knowledgable background in regards to Aboriginal and Torres Strait Islander histories and culture, due to his upbringing and background. With this knowledge, it provides more justification for choosing this resource as it was created by an Indigenous Australian who has a great deal of knowledge about the culture and history.

# data[].attributes.headline
Resource 2 - Children's Acknowledge of Country - Lifelong Learning Centres (video)

# data[].attributes.subject
Resource 2 - Children's Acknowledge of Country - Lifelong Learning Centres (video)

# data[].attributes.body
This resource would be a great introduction to Aboriginal and Torres Strait Islander learning. By students learning the acknowledgment of country, it will further engage students in active learning by involving them each morning in an acknowledgement. This not only provides students a learning opportunity, but also an opportunity to show respect for the traditional owners and continuing connection of Aboriginal and Torres Strait Islander peoples to country.

A great way to ensure all students are included, would be to ask a different student each day to read the acknowledgment out, and at the same time, copy the actions in this video displayed. For students who are Indigenous they may be able to lead the way with the welcome/acknowledgement, and assist other students if they have further background knowledge. It is important as a teacher to show the students the importance of showing respect to the traditional owners of the land.

In regards to aitsl 1.4, this is an effective teaching strategy for Aboriginal and Torres Strait Islander students using knowledge and support from community representatives. By allowing students with Indigenous backgrounds who may want to be further involved in the welcome/acknowledgement of country, it will give all students the chance to learn from each other. Creating involvement from community representatives daily at the beginning of all classes.

Aitsl standard 2.4: understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-indie Australians. This resource. This would support colleagues with providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. With a large focus on the respect and understanding for the land on which students are learning on. This resource is great for creating the understanding and purpose behind the welcome/acknowledgement to country.

# data[].attributes.attachment_link.title
Children's Acknowledgement of Country - Lifelong Learning Centres

# data[].attributes.headline
Resource 1 - Narana Aboriginal Cultural Centre 

# data[].attributes.subject
Resource 1 - Narana Aboriginal Cultural Centre 

# data[].attributes.body
Narana Aboriginal Cultural Centre is a non-for-profit organisation, which provides not only tourists, but students a welcoming introduction to today's Indigenous culture. There are many opportunities for participants to learn from Indigenous elders about the heritage and culture. This is an interactive resource/activity that would be suitable for all ages, in particular all primary aged students. It is stated on the Narana website that there are expert staff who will 'fill your mind with wonders of Australia's Indigenous Culture, connection to land...', this would allow students to further gain knowledge from experts.

In relation to aitsl standard 1.4 - Strategies for teaching Aboriginal and Torres Strait Islander students, this resource is an effective strategy that triggers responsiveness to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students. As students would be interacting in the community and experiencing the culture and history first hand, with the animals and historical weapons.

Students are given the opportunity to: throw boomerangs, go for a native walk through the garden and learn about traditional medicines, feed the animals, dreaming and story danced and a tools and weapons presentation. There is a large range of activities for students to be involved in, giving them all a better understanding of country and many Aboriginal historical features.

Marnee Shay and Rhonda Oliver (2021) comment on understanding the gaps in Indigenous education, 'Foundational to improving the provision of education for Indigenous students is ensuring that an evidence base is used in understanding what has improved outcomes and where the gaps are'. Evidence through Narana, could assist students learning further, and create some inquiry based learning.

Aitsl standard 2.4 speaks about the connection between Indigenous and non-Indigenous Australians. This particular resource demonstrates broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages. By providing students the opportunity to engage in their learning, by being hands on, allows them to create a connection to the culture and history. Experts at Narana would play a large role in the students learning experience, hoping to further create a base of knowledge.